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• <br /> Project IEP City of Eugene maker- Johnston <br /> . <br /> volunteers provide feedback. Materials are then refined and reprinted for distribution to subsequent trainees in future <br /> docent training programs. <br /> Used in Evaluation: Evaluators use four methods to collect evaluation data about program processes and outcomes. <br /> These methods are: (a) direct observation by evaluation staff of process and products; (b) project - generated surveys or <br /> questionnaires; (c) written reports or other written materials provided to the evaluation team; and (d) face -to -face <br /> interviews with a sample of respondents. See Table 2 below. (Human Subjects Protection is not needed/evaluation.) <br /> Table 2. Summary of Variables and Data Collection Methods for Evaluation of Project IEP. <br /> VARIABLES Direct <br /> Inter- Document Survey views Analysis Surve y s <br /> Architectural Component '� 1. r , ; . <br /> Design A ((yy r Wit <br /> a::,1 <br /> 1` t Jn . .i I,\ J� u....::,s1 .o ....E i a'-.�.a::, <br /> • Refined conceptual design. Template design. X X X <br /> Products ' to t .. x. . s ., ; r <br /> • Architectural renderings X X X <br /> • Models X X X <br /> • Presentation Materials X X X <br /> • Cost Estimates X X X <br /> Interpretive Plan and Theme Development IA :;7;., =,; " f. . . <br /> Overall Plan :Z ' ' ""� ` k } r ' - <br /> • Audience Analysis (e.g., Plan addresses: basic demographics, interests, & desired <br /> activities of participants, future audiences, off-site/outreach). X X X <br /> • Goals and Objectives (e.g., Plan demonstrates: congruence with wetland <br /> partnership philosophy, goals, objectives; Plan supports activities that meet goals <br /> and objectives, & achievable timelines. X X X <br /> • Interpretive Context (e.g., Site - specific priorities; emphasizes features of <br /> particular settings.) X X X X <br /> Theme Development i, `': Al` .i , s 7 >x <br /> • Plan demonstrates: congruence with philosophy, reflects diversity, compliments <br /> building design & setting; Plan shows simplicity and accuracy of messages -3 -S <br /> main messages throughout; Consistent messages use can appeal to a variety of <br /> learning styles. Plan engages readers and generates interest, reflection or X X X X <br /> enthusiasm for the topic. <br /> Interpretive Materials Development "' _ '' . :rz x <br /> Tools �,,� �.��. ^; <br /> • Media Selections (e.g., On -site signage, video script/8- minute video production, <br /> brochures, PowerPoint presentation.) X X <br /> • Evaluation Criteria (e.g., consistency of themes, appeal, cultural sensitivity, logo <br /> recognition.) X X X X <br /> Educational Materials <br /> • Training Guide for Docents i ., E ' '' � e a ' ` ',, : �� ' ' " <br /> �' v a,� a., <br /> - Adequacy of Content/Usefulness / User Satisfaction X X <br /> - Ease of Use/Appeal to User ' X X X <br /> - Cost X <br /> In the Evaluation Section, there is a more detailed description of the variables to be examined. See Table 4. <br /> • 6 <br />